The document outlines the general course structure and aims for a class on scientific and technical translation in English. It discusses reviewing student translations from the previous week, introducing corpus tools and glossaries, and looking ahead to the midterm exam. Groups will form to work on new translation assignments. The midterm exam involves translating a "live" manuscript in pairs or groups and submitting a 1-page summary.

1. Scientific and Technical
Translation in English: Week 5
Dr. Ron Martinez

2. General course outline
• Week 1: Introduction to the course; Important concepts in translation
• Week 2: Research article structure, common discourse problems
• Week 3: Hands-on introduction to electronic tools; grammar in CARS
• Week 4: Intro to post-editing and glossaries; First IMRaD Team translation
• Week 5: Review of team translations; Introduction to corpus tools
• Week 6: Midterm preparation (no class, consultations only)
• Week 7 (4 April 2019): Midterm assessment (in-class)
• Week 8: Midterm review; New teams, new “live” assignments
• Week 9: Assignments continued
• Week 10: Assignments continued
• Week 11: Completion of final translations
• Week 12: Completion of final translations
• Week 13: Group presentations
• Week 14: Group presentations
• Week 15: Certificates and meet-the-author

3. Aims for today
• Review translation of “Ciências
Farmacêuticas” text from last week
• Go over the translation assignment done in
SmartCAT
• Consider the Methods section, especially
• Intro to Glossaries and Corpora
• Looking ahead to Midterm test (due April 4th)

4. Which group wins the
translation prize?
• “PROGRAMA DE PÓS-GRADUAÇÃO EM CIÊNCIAS
FARMACÊUTICAS – UNISO” (Segment 1)
• “O programa tem área de concentração em...”
(Segment 3)
• “Visa desenvolver projetos relacionados”
(Segment 5)
• “Implica conhecimentos específicos e
atualizados...” (Segment 7)

5. Discuss
• What did you like about working in groups?
• Anything you did not like?
• What did you think about the post-editing
process?
• Were there any examples in which the MT was
helpful?
• What about examples where MT was more
detrimental?

6. “Good MT!”

7. “Bad, bad MT!”

8. “Not your fault, MT, I know...”

9. “Not your fault, MT, I know...”

10. Now form new groups:
1. Bruna, Paulo, Renata (segments 1-23)
2. Ricardo, Thainá, Amanda Belardo (24-38)
3. Amanda Borges, Ana Luiza, André (39-48)
4. Carolina, Dayene, Edimara (49-60)
5. Fabio, Flavia, Gabriela (61-112)
6. Isabel, Janice, João, João (113-230)
7. Luciana, Marcos, Marena, Mauren (231-245)
8. Lola, Thais, Valeria, Olívia (246-276)

11. Log into SmartCAT, and discuss:
1. Is the Introduction good? Is the contribution/gap (CARS
Move 2) clear?
2. Were you able to understand that overall “story” that the
authors were trying to tell? Are they good “storytellers”?
3. Now that you have read the article, what do you think
about the title?
4. Did you feel the need to ask the authors questions at any
point? Give examples.
5. Discuss your specific segment assignments. Did you find
the task easy/challenging? Be prepared to talk about your
segments with the rest of the class.
6. When done, please confirm your segments in SmartCAT!

12. Moves from the international journal

13. Moves from the Brazilian journal

14. Tip: know the journal

15. McKercher et al. (2007)

16. Find the translation mistake below

20. Do you understand this table? How
can you? Does it matter?

21. Do you understand this table? How
can you? Does it matter?

23. Key paragraph in the story:

24. Key paragraph in the story:

25. In general...
• Researchers have to check for a “normal
distribution”

26. Normally distributed data

27. Key paragraph in the story:

28. In general...
• Researchers have to check for a “normal
distribution”.
• If normal, then a parametric test can be used.

29. Example (source: statisticsbyjim.com)

30. In general...
• Researchers have to check for a “normal
distribution”.
• If normal, then a parametric test can be used.
• Usually, confidence intervals and significance
(“p” values) are reported.

31. Confidence Interval

32. P value

33. P value

34. Key paragraph in the story:

35. But why use statistics in the first
place?

36. Statistics are part of the story
• Have to think what they are trying to say
• Ignoring the statistics can lead to translation
mistakes
• Consider building a glossary

37. glossary
examples

38. forest engineering
https://docs.google.com/spreadsheets/d/1u3dboEQZ
W5OtPw9xQia9aJ0Z0mzc4rYx_lYMaIshE3U/edit?usp=
sharing

39. earth sciences
https://docs.google.com/spreadsheets/d/1PRDDfzdlCsjBjaEc6OFiy-05b_1oXsBJ-
CCWWwevkqc/edit?usp=sharing

40. physical education/therapy
https://docs.google.com/spreadsheets/d/1ZLj8CV-
IXE7yDOga4a2DDfFLwAlcNX1qNTnw7DJkr3Q/edit?us
p=sharing

41. physical education/therapy
https://docs.google.com/spreadsheets/d/1ZLj8CV-
IXE7yDOga4a2DDfFLwAlcNX1qNTnw7DJkr3Q/edit?us
p=sharing
corpus

42. physical education/therapy
https://docs.google.com/spreadsheets/d/1ZLj8CV-
IXE7yDOga4a2DDfFLwAlcNX1qNTnw7DJkr3Q/edit?us
p=sharing
corpus

43. university https://docs.google.com/spreadsheets/d/189wvSozX
DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid
=0

44. university https://docs.google.com/spreadsheets/d/189wvSozX
DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid
=0
C
O
R
P
U
S

45. university
https://docs.google.com/spreadsheets/d/189wvSozX
DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid
=0
C
O
R
P
U
S

46. university
https://docs.google.com/spreadsheets/d/189wvSozX
DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid
=0
C
O
R
P
U
S

47. university
https://docs.google.com/spreadsheets/d/189wvSozX
DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid
=0
C
O
R
P
U
S

48. university
https://docs.google.com/spreadsheets/d/189wvSozX
DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid
=0
C
O
R
P
U
S

49. university
https://docs.google.com/spreadsheets/d/189wvSozX
DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid
=0
C
O
R
P
U
S

50. university
https://docs.google.com/spreadsheets/d/189wvSozX
DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid
=0
C
O
R
P
U
S

51. What is a corpus?

52. On our website

53. Based on our in-class tutorial...
1. Use OneLook to find a good academic synonym
for “give up” (e.g. “The participants gave up
after five minutes.”)
2. Use SKELL to find which words collocate with
“apply”
3. Use COCA to find good academic synonyms for
“easy”
4. Use COCA to find the difference between “wide”
and “broad”
5. Use the RCPCE corpus to find verbs that
collocate with “t-test”

54. Find the 2 translation mistakes

55. MIDTERM TEST: APRIL 4, 2019
• This is both an in-class and out-of-class assessment.
• Your task will be to translate a “live” manuscript (pre- and
in-class), and provide a 1-page (minimum) summary of the
translation process.
• You may and are encouraged to work in pairs or groups.
You can turn in an individual translation, or a pair/group
translation. The summary may also be individual or
pair/group.
• You may use any resource you like.
• You will have two weeks to complete this assignment,
including the full class period of April 4th. After 17:30 on
that date, the assessment will be finished – no exceptions.
• The teaching assistants will be available on April 28th,
during class time, to answer questions and help. The
classroom(s) may also be used during this period to meet.

56. Assessment
• Class participation (20%)
• Midterm (30%)
• Group presentation (15%)
• Final translation (35%)

57. MIDTERM TEST: ASSESSMENT CRITERIA
• Translation quality – 70 points
- You must submit (to stt2019.1@gmail):
1. The final translation in Word or Google Doc link.
2. The edited segments in Word or Google Doc link (do
not work directly in SmartCAT)
3. In the email, please specify if you are submitting an
individual assignment, or pair/group (with names).
• Summary – 30 points (which may include):
– evidence of resourcefulness
– evidence of lateral thinking/thinking outside the box
– evidence of soft skill deployment and/or development
– evidence of awareness of key elements of the research article genre
(and not just “translation”)
– evidence of awareness of the author(s) and what questions/queries
would be appropriate to ask her/him/them.